Primary Purpose:
The Interventionist Teacher promotes student achievement by providing intensive, data-driven Tier 3 academic intervention for students performing below grade-level expectations through the explicit, systematic and small-group instruction in reading and/or math. This position facilitates campus Student Support Team meetings in the decision-making processes to ensure timely implementation of interventions, accommodations, and progress monitoring data reviews that align with district expectations and are responsive to student needs.
Minimum Qualifications:
Education/Certification
Valid Texas teaching certificate with required endorsement for subject and level assigned or approved alternative certification program
Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50) paid by employee.
Required Experience:
Minimum three (3) years’ classroom teaching experience
Experience teaching or tutoring small groups of students
Experience as an interventionist preferred
Knowledge/Skills:
Knowledge of the MTSS framework and Response to Intervention systems and protocols
Strong understanding of researched-based math and/or reading intervention practices, tools, and resources
General knowledge of curriculum, high-quality materials, and the Texas Essential Knowledge and Skills
Knowledge of progress monitoring, diagnostic assessments, and aligned intervention implementation
Ability to implement interventions with fidelity and maintain consistent instructional routines
Ability to collaborate and build positive working relationships with teachers, administrators, campus staff and families
Ability to apply learning and research to develop evidence-based teaching units
Ability to provide responsive instruction that effectively supports student learning, manages behavior, and promotes engagement
Skilled at record keeping and data collection and analysis to guide instructional decisions and intervention planning
Skilled at using systematic and explicit instructional practices to improve student outcomes
Strong organizational, documentation, communication, and interpersonal skills
Major Responsibilities and Duties:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)
- Willingness to participate in schooling and/or training outside of and in addition to the school day in order to increase capacity and knowledge in intervention.
Professionalism
The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.
- Rule §247.1 Purpose and Scope; Definitions
- Rule §247.2 Code of Ethics and Standard Practices for Texas Educators
Instructional Management
The teacher promotes improvement of instruction through activities such as the following:
- Maintains a full intervention student caseload and delivers intensive, evidence-based reading and/or math intervention through individualized and small-group instruction based on identified student needs.
- Frequently progress monitors student response to intervention to evaluate effectiveness and inform instructional decisions.
- Coordinates, facilitates and leads campus-based problem-solving teams that identify students who are in need of academic, behavioral, or social-emotional interventions.
- Manages and tracks intervention instructional resources.
- Develops and implements lesson plans aligned to district intervention program requirements and maintains evidence of instructional preparation as required.
- Prepares and delivers lessons that incorporate accommodations and instructional supports based on individual student needs.
- Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the diverse needs of students.
- Works cooperatively with other teachers to modify curricula as needed for students with special needs (i.e., Special Education, Section 504, and Bilingual).
- Works with staff members to determine instructional goals, objectives, and methods according to District requirements.
- Supports identification of students in need of additional intervention, accommodations, or further evaluation based on student data and response to intervention.
- Presents instruction in accordance with district expectations, Texas Education Agency requirements, board policies, and administrative procedures.
- Conducts assessment of student learning styles and uses results to plan instructional activities.
- Uses technology to strengthen the teaching/learning process.
Student Growth and Development
The teacher fosters student growth and development through activities such as the following:
- Conducts ongoing assessments and data analysis to evaluate students for interventions or further evaluations.
- Help students recognize, analyze and improve study methods and habits.
- Conduct ongoing assessment of student achievement through formal and informal testing.
- Assume responsibility for extracurricular activities as assigned.
- Sponsor outside activities approved by the campus principal.
Classroom Management and Organization Improvement
The teacher works to improve the classroom, school or organization through activities such as the following:
- Serves as the campus interventionist designee responsible for managing the intervention student caseload.
- Attends District Interventionist meetings and professional learning sessions.
- Manage students’ behavior in accordance with Student Code of Conduct and student handbook.
- Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
- Assist in selection of books, equipment, and other instructional materials.
- Create learning environments that are appropriate for the physical, social, and emotional development of students.
Communication and Community Relations
The teacher promotes a positive tone for school or community relations through activities such as the following:
- Establish and maintain open communication with parents, students, teachers, administrators, and support staff through collaboration and conferences.
- Maintain a professional relationship with colleagues, students, parents, and community members.
- Use effective communication skills to present information accurately and clearly.
- Be a positive role model for students; support the mission of the district.
- Inform and communicate with parents/guardians regarding student tiered intervention needs, progress, and supports.
Professional Growth and Development
The teacher participates in professional growth and development through activities such as the following:
- Actively participate in ongoing professional learning on intervention, MTSS, and high-yield instructional practices.
- Participates in training on the identification and instruction of students receiving interventions.
- Provides timely campus staff training and updates on student identification protocols and instructional intervention expectations.
- Participates in national/state organizations and learning opportunities to stay abreast of latest research and best practices.
- Reads, synthesizes, and disseminates research and information related to best practices from books, journals, listservs, websites, and other media formats.
- Attends meetings and participates in staff development activities to improve job-related skills.
Qualities of Effective Teachers
The teacher exhibits qualities such as the following:
- Daily attendance and punctuality at work are essential functions of the job.
- Keeps informed of and comply with state, district, and school regulations and policies for classroom teachers.
- Compile, maintain, and file reports, records, and other documents required.
- Attend and participate in faculty meetings and serve on staff committees as required.
- Correct unsafe conditions in the work area that could cause an accident and inform the supervisor of any conditions that are not correctable immediately.
- Shall comply with district policies, as well as state and federal laws and regulations.
- Shall comply with the standards of conduct set out in Board Policy DH (Legal) and (Local) and with any other policies, regulations, and guidelines that impose duties, requirements, and standards.
- Maintain confidentiality.
Supervisory Responsibilities:
Supervise assigned teacher aide(s), volunteer(s), and student teachers as assigned.
Equipment:
Computer, computer software programs and peripherals, teacher resource materials and equipment, printer, copier, fax and other equipment applicable to the position.
Working Conditions:
Mental Demands/Physical Demands/Environmental Factors
- Maintain emotional control under stress.
- Work with frequent interruptions.
- Work irregular hours and extended work hours to include holidays and weekends.
- Frequent walking, standing, stooping, bending, pulling and pushing, lifting, and carrying (may lift and move textbooks and classroom equipment).
- May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others.
- Occasional district wide and statewide travel.
- Use a computer for prolonged periods resulting in repetitive hand motion.
- Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
- Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
